J. Bruner學習意志說的述評、增補及其所啟示的社會情緒學習意涵

A REVIEW, EXPANSION, AND SUPPLEMENT FOR SOCIAL-EMOTIONAL LEARNING OF J. BRUNER’S“THE WILL TO LEARN”

研究目的
本文旨在探討J. Bruner〈學習意志說〉（The will to learn）所揭示的四項學習要素—好奇心、本領動機、角色模範以及社會互惠，探討這些要素的內涵及其教育意義，同時結合近年來的研究發現加以增補，再進行反思和討論，據以指出其所啟示的社會情緒學習意涵，俾供學校教育實施之參酌。
研究設計／方法／取徑
研究採取文獻分析的方法，以〈學習意志說〉一文為主體，並蒐集Bruner所發表的其他文獻，以及近年與本文探究主題相關的文獻，據以分析、比較、歸納、綜合與評析，以掌握其要義並進行增補，之後再透過反思以及所獲致的啟示來作為國內推動社會情緒學習的參考。
研究發現或結論
研究發現〈學習意志說〉的四項學習要素—好奇心、本領動機、角色模範，社會互惠是人類內在動機的源頭。這些要素與當代教育心理學所強調的社會情緒學習之核心能力高度契合，共同建構了涵融個體內在動機與社會環境的整合性學習歷程。特別是教師作為本領典範，能透過日常互動、鷹架式支持、培養成長型心態及肯定學生努力等策略，顯著深化並擴大學生的學習成效，助長學生建構更強的自我效能感，並全面提升其自我覺察、自我管理、社會覺察、人際關係與負責任的決策能力。本文期望能為學校教育在培養學生韌性與幸福感，提升社會情緒學習成效上，提供貼近人性且扎實有效的教育參酌。
研究原創性／價值
本文的探討係從人類的本質出發，彰顯人的特性，掌握人類行為的動力源頭，並輔以近年的研究發現，從而強化論點。此外，Bruner擁有深厚的學術基底和豐富的實務經驗，長期關注學校教育與認知、情緒、文化等層面的關聯，其所揭櫫的教育主張植基於不斷試驗和修正的實踐中精煉而得，深感其觀點有可供借鏡之處，乃欲藉本研究強化社會情緒學習的論述。或可作為國內社會情緒學習教育之參酌。
教育政策建議或實務意涵
對於學校長期偏重派典式思考而忽略敘事式思考，導致思維、行動和情感之間斷裂，無法聯繫而使學生難以賦予經驗連貫性和文化相關性的問題，應該正視〈學習意志說〉所揭櫫的內在心理動力，並藉由本文增補所深化的學習概念來強化社會情緒學習課程，而教師若作為本領典範更可擴大社會情緒學習的成效，營造利社會情緒學習的學校文化。

Purpose
This study explored the four elements of learning revealed in J. Bruner’s article“The will to learn”—curiosity, competence motivation, role models, and social reciprocity. It examined the essence of these elements and their educational significance while incorporating recent research findings for supplementation. Through subsequent reflection and discussion, this study identified the implications of social-emotional learning derived from these insights, thereby providing a reference for implementation in school education.
Design/methodology/approach
This study employed a literature analysis approach, focusing primarily on the article“The will to learn.”It also collected additional publications by Bruner and recent literature relevant to this research topic. Through analysis, comparison, induction, synthesis, and evaluation, this study tried to grasp the core principles and provide supplementary commentary. The reflections and insights gained can serve as a reference for promoting social-emotional learning in a domestic context.
Findings/results
The study found that the four learning elements in“The will to learn”—curiosity, competence motivation, role models, and social reciprocity—are sources of human intrinsic motivation. These elements align closely with the core competencies of social-emotional learning emphasized in contemporary educational psychology, collectively constructing an integrated learning process that encompasses both individual intrinsic motivation and the social environment. By modelling competence, teachers can significantly deepen and broaden student learning outcomes through daily interactions, scaffolding support, fostering a growth mindset, and affirming student effort. These strategies help students to build stronger self-efficacy and comprehensively enhance their self-awareness, self-management, social awareness, interpersonal skills, and responsible decision-making abilities. This study aimed to provide schools with practical, human-centered, and effective educational references for cultivating student resilience and well-being, while enhancing the effectiveness of social-emotional learning.
Originality/value
This study explored human nature to illuminate human characteristics and identify the driving forces behind human behavior, supported by recent research findings that strengthen its arguments. Furthermore, Bruner possesses a profound academic foundation and extensive practical experience, focusing on the connections between school education and cognitive, emotional, and cultural dimensions. His educational principles have been refined through continuous experimentation and practical work. His perspective offers valuable insights, prompting this study to strengthen the discourse on social-emotional learning. This may serve as a reference for social-emotional education.
Suggestions/implications
The longstanding tendency of schools to prioritize formulaic thinking while neglecting narrative thinking has led to a disconnection among cognition, action, and emotion. This fragmentation has prevented students from establishing coherence and cultural relevance in their experiences. We must address this issue by acknowledging the intrinsic psychological dynamics outlined in Bruner’s“The will to learn”and enhancing social-emotional learning curricula through the deepened learning concepts supplemented in this paper. Furthermore, when teachers serve as competent role models, they can amplify the effectiveness of socio-emotional learning and foster a school culture conducive to its implementation.